Erick Gordon is the Founding Director of the Student Press Initiative (SPI) [1] at Teachers College, Columbia University, a professional development program for teachers whose mission is to turn writing instruction into inquiry-driven projects that culminate in student publication.
Gordon received his Ed.D. in English Education from Teachers College, Columbia University. His scholarly interests include the teaching of writing and composing processes, genre theory, as well as teacher preparation and the professional education of teachers. [2]
Dr. Erick Gordon is a writer, educator and social entrepreneur. He is founding director of Student Press Initiative at Teachers College, Columbia University and the former director of the New York City Writing Project. He comes from a background in small press publication that later led to classroom teaching, first in Northern California and then New York City. He was a full-time lecturer in the Teaching of English Master’s Program at Teachers College, where he also earned his doctorate in English Education.
Prior to attending Teachers College for his master's degree in English Education, Gordon founded the prose and poetry serial "Underhouse," in San Francisco’s independent zine scene in the early 1990s. He continued building self-publishing efforts as a teacher at the New York City Lab School, where he built Bag of Bees Press [3] as a way to further the writing efforts of his students. He is now teaching English at Credo High School in Rohnert Park, California.
Over the last 25 years, Gordon has worked on student press literacy projects and helped support thousands of young authors into print.
With lessons gained from his work with the NYC Lab School about rhetorical purpose and the importance of the writer’s audience, Gordon founded the Student Press Initiative (SPI), in 2002. SPI is a non-profit, professional development organization that provides resources for teachers to take their students' work public. Some 10,000 students and 1,500 teachers have worked with SPI to publish over 450 books within the last seventeen years. [4]
Social constructivism is a sociological theory of knowledge according to which human development is socially situated, and knowledge is constructed through interaction with others. Like social constructionism, social constructivism states that people work together to actively construct artifacts. But while social constructivism focuses on cognition, social constructionism focuses on the making of social reality.
Teachers College, Columbia University (TC) is the graduate school of education, health, and psychology of Columbia University, a private research university in New York City. Founded in 1887, Teachers College has served as one of the official Faculties and the Department of Education of Columbia University since 1898. It is the oldest and largest graduate school of education in the United States.
Creative writing is any writing that goes outside the bounds of normal professional, journalistic, academic, or technical forms of literature, typically identified by an emphasis on narrative craft, character development, and the use of literary tropes or with various traditions of poetry and poetics. Due to the looseness of the definition, it is possible for writing such as feature stories to be considered creative writing, even though it falls under journalism, because the content of features is specifically focused on narrative and character development. Both fictional and non-fictional works fall into this category, including such forms as novels, biographies, short stories, and poems. In the academic setting, creative writing is typically separated into fiction and poetry classes, with a focus on writing in an original style, as opposed to imitating pre-existing genres such as crime or horror. Writing for the screen and stage—screenwriting and playwriting—are often taught separately, but fit under the creative writing category as well.
Herbert Ralph Kohl is an American educator best known for his advocacy of progressive alternative education and as the author of more than thirty books on education. He founded the 1960s Open School movement and is credited with coining the term "open classroom".
Teachers & Writers Collaborative is a New York City-based organization that sends writers and other artists into schools. It was founded in 1967 by a group of writers and educators, including Herbert Kohl, June Jordan, Muriel Rukeyser, Grace Paley, and Anne Sexton, who believed that writers could make a unique contribution to the teaching of writing. Teachers & Writers was initially funded by a grant from the United States Office of Education.
Kieran Egan was an Irish educational philosopher and a student of the classics, anthropology, cognitive psychology, and cultural history. He has written on issues in education and child development, with an emphasis on the uses of imagination and the stages that occur during a person's intellectual development. He has questioned the work of Jean Piaget and progressive educators, notably Herbert Spencer and John Dewey.
Composition studies is the professional field of writing, research, and instruction, focusing especially on writing at the college level in the United States.
The Columbia Scholastic Press Association (CSPA) is a student journalist program of the School of Professional Studies at Columbia University. It was founded in 1925, whose goal is to unite student journalists and faculty advisers at schools and colleges through educational conferences, idea exchanges, textbooks, critiques and award programs.
Walter Nickell "Nick" Sousanis is an American scholar, art critic, and cartoonist; a co-founder of the TheDetroiter.com, he is also the first person at Columbia University to write a dissertation entirely in a comic book format.
George Hillocks Jr. was an emeritus professor in the Department of Education, with a joint appointment in the Department of English Language and Literature at the University of Chicago. He received in 2011 the James R. Squire Award of the National Council of Teachers of English for having "a transforming influence and [making] a lasting intellectual contribution to the profession." He also received many other major awards. His teaching career included the preparation of English teachers in the Master of Arts in Teaching program, and the mentoring of Ph.D. students in the doctoral program, at the University of Chicago. After retiring from the University he continued to present seminars and workshops for writing teachers across the US. His primary research interests centered on the teaching of writing, literature, and language in middle and high school English classes, and on large-scale writing assessment. When not teaching and writing, he was an accomplished bagpipe player, performing frequently for Chicago audiences and in international competitions.
Keith Gilyard is a writer and American professor of English and African American Studies. He has passionately embraced African American expressive culture over the course of his career as a poet, scholar, and educator. Beyond his own literary output, he has pursued – and in some instances merged - two main lines of humanistic inquiry: literary studies, with its concern for beauty and significant form, and rhetorical studies, with its emphasis on the effect of trope and argument in culture. Moreover, his interests branch out into popular culture, civic discourse, and educational praxis. A critical perspective concerning these areas is, in his view, integral to the development of discerning and productive publics both on and beyond campuses and therefore crucial to the optimal practice of democracy.
The use of comics in education is based on the concept of creating engagement and motivation for students.
Anne Haas Dyson is a professor at the University of Illinois. Her fields are the study of literacy, pedagogy, and contemporary, diverse childhoods. Using qualitative and sociolinguistic research procedures, Dyson examines the use of written language from children's perspectives within their social worlds, and as they engage with popular culture. Books she has published include The Brothers and Sisters Learn to Write, Popular Literacies in Childhood and School Cultures (2003), Writing Superheroes, Contemporary Childhood, Popular Culture, and Classroom Literacy (1997), Social Worlds of Children Learning to Write in an Urban Primary School (1993), Multiple Worlds of Child Writers: Friends Learning to Write (1989). Dyson has also written articles for professional journals.
Sophie Haroutunian-Gordon is a published contributor to the field of Education. She is the Director of the Master of Science in Education Program at Northwestern University, where she is also a professor in the School of Education and Social Policy. She teaches with a focus in the philosophy of education, teacher education, interpretive discussion, and philosophy of psychology. Haroutunian-Gordon began teaching in the Glencoe area of Illinois - she taught sixth grade for five years. She left the faculty of the Department of Education at University of Chicago in 1991, and soon came to Northwestern University to direct the Master of Science in Education Program. Her published work ranges from psychology to the philosophy of education and teacher education. According to Northwestern University, "her second book, Turning the Soul: Teaching Through Conversation, received the American Education Studies Critics Choice Award in 1994. In 1996 she helped to form the Urban/Suburban-Northwestern Consortium of schools, which has received funding from the Joyce Foundation. Haroutunian-Gordon is immediate past president of the Philosophy of Education Society (2003–04)."
In language learning research, identity refers to the personal orientation to time, space, and society, and the manner in which it develops together with, and because of, speech development.
The Student Press Initiative (SPI) at Teachers College, Columbia University, is a professional development program for teachers, which uses publication as a tool to teach literacy skills. Publication, or "Going Public," entails everything from publishing professionally bound books of student writing and organizing community-based panel discussions to developing downloadable MP3s and staging theatrical performances. This not-for-profit educational organization partners with schools to transform classrooms into mini-publishing houses that celebrate student voice, activism and achievement. Founded in 2002, SPI provides intensive consultation and curriculum planning resources to classroom teachers in its partner schools, and publishes the culminating student-authored projects.
Glen Huser is a Canadian fiction writer.
James Nimmo Britton was a British educator at the UCL Institute of Education whose theory of language and learning helped guide research in school writing, while shaping the progressive teaching of language, writing, and literature in both England and the United States after the Dartmouth Conference (1966) of Anglo-American English educators.
Martin Nystrand is an American composer and education theorist. He is Louise Durham Mead Professor Emeritus in the Department of English at the University of Wisconsin–Madison and Professor Emeritus of Education at the Wisconsin Center for Education Research.
Sondra Perl is a Professor Emerita of English at Lehman College and director of the Ph.D. in Composition and Rhetoric at the Graduate Center of the City University of New York. She is the founder and former director of the New York City Writing Project. She writes about the composing process as well as pedagogical approaches to implementing composition theories into writing practices in the classroom.